- ICT basic concepts: Algorithms and computation theory, Information encoding, Hardware, Software, Networks, communication and information technologies.
- Computer use: Operating systems, File system, Tools and Printing.
- Spreadsheet: Using excel, Cells, Managing spreadsheets, Arithmetic formula and functions, Text and number formatting, Graphs.
- Text processing: Using word, Creating and formatting documents, Objects, Mail merge, Printing.
- Presentations: Using powerpoint, Creating a presentation, Text, Shapes, Objects, Animations and transitions.
- Online collaboration: remote storage and on-line forms.

Informatica di Base. Mauro Mezzini, Apogeo Education, Maggioli Editore, 2016

Historical range of the concept of paideia; scientific definition of the pedagogical discourse; general trend lines of pedagogical reflection, especially in the twentieth century; main twentieth century cultural trends and peculiar themes of pedagogical-educational reflection; education and subject-in-education; education and freedom; education and self-representation of the subject in modernity and postmodernity; education policies.

Platone, Apologia di Socrate, q. e., possibilmente con testo greco a fronte

BROCCOLI, L’educazione tra le immagini del moderno, a cura di F. Mattei, Roma 2015.

MATTEI, Sapere pedagogico e legittimazione educativa, Anicia, Roma 2016.

F. MATTEI, ANIMI, Roma 2016.

TOMMASO D’AQUINO, De Magistro, Anicia, Roma

Historical range of the concept of paideia; scientific definition of the pedagogical discourse; general trend lines of pedagogical reflection, especially in the twentieth century; main twentieth century cultural trends and peculiar themes of pedagogical-educational reflection; education and subject-in-education; education and freedom; education and self-representation of the subject in modernity and postmodernity; education policies.

PLATONE, Apologia di Socrate, q. e., possibilmente con testo greco a fronte

SALOMONI, Scuole, maestri e scolari nelle comunità degli Stati gonzagheschi ed estensi, Anicia, Roma 2017.

History, theoretical models and methods in psychological research. States and levels of consciousness. The cognitive processes: perception, learning, memory, thought, creativity. The affective dynamics: emotions, motivations and psychicological conflict. Elements of methodology of psycho-pedagogical research.

1) GERRIG R.J., ZIMBARDO P.G., ANOLLI L.M. (a cura di), Psicologia generale. Pearson Italia, Milano-Torino, 2012 (except for chapters 2, 3, 5, 7, 10 e 11).
2) BIASI V., Il conflitto psichico. Analisi fenomenologiche e verifiche sperimentali. Monolite, Roma, 2006.
3) BONAIUTO P., GIANNINI A.M., BIASI V. (a cura di), Lineamenti di storia della psicologia. Monolite, Roma, 2008.
4) Domenici, G., Lucisano, P., Biasi V. (2017). La ricerca empirica in educazione.
Elementi introduttivi. Roma: Armando

History, theoretical models and survey methods in the psychological research. Cognitive processes: perception, learning, memory, thought, language, intelligence. Affective dynamics: emotions and motivations. The personality: the dynamic approach and the other principal theories.

1) COON, D., MITTERER, J.O. (2016, Seconda edizione italiana, a cura di Stefano Mastandrea). Psicologia generale. UTET, Torino (Del Capitolo 2 è da studiare solo il paragrafo 2.5, La corteccia cerebrale. NON sono da studiare i capitoli 3 e 5).
2) MASTANDREA S. (2017). Psicologia della percezione. Carocci, Roma.

Historical range of the concept of paideia; scientific definition of the pedagogical discourse; general trend lines of pedagogical reflection, especially in the twentieth century; main twentieth century cultural trends and peculiar themes of pedagogical-educational reflection; education and subject-in-education; education and freedom; education and self-representation of the subject in modernity and postmodernity; education policies.

M. GIOSI, Shakespeare e il teatro del riconoscimento, Anicia, Roma 2014.

Integrating the most interesting voices of present pedagogy with the results of international, interdisciplinary research, Meaning of educational communication as an active strategy in different cultural, social, professional settings and processes. Transferrable professional models in socio-educational settings. Organizational and projectual strategies based on the network model. Performance flexibility and expertise in programming and interacting within systems.

Piccione V., Mappe educative e formative 1. I nuovi setting pedagogici

History, theoretical models and methods in psychological research. States and levels of consciousness. The cognitive processes: perception, learning, memory, thought, creativity. The affective dynamics: emotions, motivations and psychicological conflict. Elements of methodology of psycho-pedagogical research.

1) GERRIG R.J., ZIMBARDO P.G., ANOLLI L.M. (a cura di), Psicologia generale. Pearson Italia, Milano-Torino, 2012 (except for chapters 2, 3, 5, 7, 10 e 11).
2) BIASI V., Il conflitto psichico. Analisi fenomenologiche e verifiche sperimentali. Monolite, Roma, 2006.
3) BONAIUTO P., GIANNINI A.M., BIASI V. (a cura di), Lineamenti di storia della psicologia. Monolite, Roma, 2008.
4) Domenici, G., Lucisano, P., Biasi V. (2017). La ricerca empirica in educazione.
Elementi introduttivi. Roma: Armando

History, theoretical models and survey methods in the psychological research. Cognitive processes: perception, learning, memory, thought, language, intelligence. Affective dynamics: emotions and motivations. The personality: the dynamic approach and the other principal theories.

1) COON, D., MITTERER, J.O. (2016, Second Italian edition, Ed. Stefano Mastandrea). Psicologia generale. UTET, Torino (From the Chapter 2 only the paragraph 2.5 needs to be studied. Chapter 3 and 5 do NOT need to be studied).
2) MASTANDREA S. (2017). Psicologia della percezione. Carocci, Roma.

he course aims to ensure the knowledge about the transformations of the economy , society and the institutions of the past two centuries . At the end of the course, students will be given the tools of critical knowledge and the interpretative keys about contemporary modernity, taking as its starting point the first industrial revolution and the transition from absolute State to the Liberal and constitutional State until globalization and the end of the East - West bipolarism considered as the point of arrival. During the introductory lessons we will propose some methodological issues concerning an interdisciplinary approach for the historical research and for the periodization of the socio-economic and political- institutional history.

Topics covered in the course:
• Contemporary history: ab quo and ad quem term • Contemporary history: sources; methods; historiographical schools • The industrial revolution: its development and its consequences • Demographic change, urbanization and migration • The Restoration: subjects and ideologies • National States • The socialist and social-Christian movements • Colonialism • Apogee and Crisis of the progress idea • The Great War • Socialism becoming State • The crisis between the two world wars • The authoritarian and totalitarian regimes • The Second World War and the Cold War and bipolarity • The decolonization and the Non-Aligned Movement • The Golden Age • Republican Italy • world Economics • global village and international organizations.

1. Un buon manuale per le scuole superiori di Storia contemporanea di recente pubblicazione.
2. C. F. Casula, Insegnare il Novecento, Anicia 2014
3. C. F. Casula, L’isola bella e infelice. Il libro Profili e paesaggi della Sardegna e il diario inedito di paolo Mantegazza. Echi e polemiche nello Stivale e nel Sandalo sulla Commissione parlamentare d’inchiesta del 1869, Carlo Delfino 2016.

The priority objective of the course is to encourage the consideration on the moral experience, that means on the ethical quality of the human action, naturally oriented to the happiness. Ethics is not only an art to happily live but it's the art to discover that happiness which is worth of man that is worth of his humanity. In this perspective, it's central the notion of virtue, elaborated from the classical ethics and reproposed in contemporary age. virtue is the personal quality that allows to give the best of oneself and to establish relationship in an equilibrated way, that is according to reason, with the world and with the others.

-Russo M. T.-Valera L., Invito al ben-essere, Aracne, Roma 2016
-F. Russo, La libertà in discussione, Pusc, Roma 2016 (available online)
-P. Ricci Sindoni, L'altro, Padova 2016

The purpose of the Course is to provide some first conceptual tools to direction the study of Developmental Psychology with specific focus on J.Piaget’s Genetic Epistemology and more recent studies on social development (J. Bowlby’s Attachment Theory., The Theory of Mind , M. Tomasello’s researches, etc..), and cognitive and constructivist approaches.
There will also be dealt with the methodological aspects of the discipline, with particular reference to research designs (cross-sectional and longitudinal) and procedures for data collection (observation, analysis of the drawings, questionnaires for parents and teachers, checklists).
A large part of the course is dedicated to the main functions of development: motor, perceptual, mnemonic, cognitive, emotional, social, communicative-linguistic and moral.
It will finally depth the issue of the development of pro-sociality as a determinant of social adjustment during development.

Vianello R., Gini G., Lanfranchi S. (2015). Psicologia dello sviluppo – Second edition (Developmental Psychology), except for chapters 11 and 12. Torino: UTET Università.
Pallini, S.(2008). Psicologia dell’attaccamento. Processi interpersonali e valenze educative. Franco Angeli, Milano.
Caprara, G.V., Gerbino, M., Luengo Kanacri, P., Vecchio, G.M. (2014). Educare alla prosocialità. Teoria e buone prassi (Educating to the prosociality. Theory and good practices). Milano - Torino: Pearson Italia.

Some clue about the cognitive and emotional developmental will be offered, particularly on referring to the main theories as The Cognitive Psychology, to the current research, and to the method of research as the observation. The Theory of attachment will be discussed on specifying methods, strategies and research in this field. The goal is to offer to the students a framework of analysis of child's emotional and interpersonal processes and instruments for their educational work.
Finally programs of socioemotional learningfor the children will be presented, on offering useful methodological issues and particularly the program CEPIDEAS for the development of prosocial abilites in children.

Belsky, J, (2009). Psicologia dello sviluppo I vol., Zanichelli, Bologna (eccetto l’ultimo capitolo).
Pallini, S.(2008). Psicologia dell’attaccamento. Processi interpersonali e valenze educative. Franco Angeli, Milano.
Caprara, G.V., Gerbino, M., Luengo Kanacri, P., Vecchio, G.M. (2014). Educare alla prosocialità. Teoria e buone prassi. Milano - Torino: Pearson Italia

There will also be dealt with the methodological aspects of the discipline, with particular reference to research designs (cross-sectional and longitudinal) and procedures for data collection (observation, analysis of the drawings, questionnaires for parents and teachers, checklists).

Vianello R., Gini G., Lanfranchi S. (2015). Psicologia dello sviluppo – Second edition (Developmental Psychology), except for chapters 11 and 12. Torino: UTET Università.
Pallini, S.(2008). Psicologia dell’attaccamento. Processi interpersonali e valenze educative. Franco Angeli, Milano.
Caprara, G.V., Gerbino, M., Luengo Kanacri, P., Vecchio, G.M. (2014). Educare alla prosocialità. Teoria e buone prassi (Educating to the prosociality. Theory and good practices). Milano - Torino: Pearson Italia.

BASICS STATISTICS (6 CFU)
Arguments considered are: frequency distributions, graphics, measure of central tendency (mean, mode, median), measure of dispersion (standard deviation, variance, variation coefficient), bivariate contingency tables, correlation analysis (covariance, correlation coefficient).

BASICS STATISTICS (6 CFU)

BOVE G., Slide delle lezioni del Corso base di Statistica a.a. 2014-15, (available on-line, website teacher).

MARELLA D., Esercizi e domande di riepilogo di Statistica a.a. 2017-18. (available on-line, website teacher).

CORBETTA P., GASPERONI G., PISATI M., Statistica per la ricerca sociale, Il Mulino, Bologna, 2001.

CHAPTERS AND SECTIONS TO STUDY ON CORBETTA, GASPERONI E PISATI
Chap. 1: ALL Chap 2: ALL (EXCEPT: INDICE DI OMOGENEITÀ, Par. 6.) Chap 3: ALL (EXCEPT: Par. 4; Par 5.) Chap. 4: ALL Chap. 5: ALL (EXCEPT: Par. 2; Par 3; CHI-QUADRATO and V DI CRAMÉR; Subpar. 4.2; Subpar. 4.3 Subpar. 4.4; Par 5)

The course is composed of two parts:
1) Basics Statistics (6 CFU)
2) Statistics (Integration) (3 CFU)

Basics Statistics (6 CFU)

Arguments considered are: frequency distributions, graphics, measure of central tendency (mean, mode, median), measure of dispersion (standard deviation, variance, variation coefficient), bivariate contingency tables, correlation analysis (covariance, correlation coefficient).

Statistics (Integration) (3 CFU)

Arguments considered are: computation by Excel of statistical frequencies and percentages, tables, graphical representations, means and dispersion indices, covariance and correlation.

STATISTICS (INTEGRATION) (3 CFU)
Computation by Excel: statistical frequencies and percentages, tables, graphical representations, means and dispersion indices, covariance and correlation.

STATISTICS (INTEGRATION) (3 CFU)
Marella D., Dispensa sull'utilizzo di Excel, (pdf manuscript available on-line website teacher).

The course is composed of two parts:
1) Basics Statistics (6 CFU)
2) Statistics (Integration) (3 CFU)

Basics Statistics (6 CFU)

Arguments considered are: frequency distributions, graphics, measure of central tendency (mean, mode, median), measure of dispersion (standard deviation, variance, variation coefficient), bivariate contingency tables, correlation analysis (covariance, correlation coefficient).

Statistics (Integration) (3 CFU)

Arguments considered are: computation by Excel of statistical frequencies and percentages, tables, graphical representations, means and dispersion indices, covariance and correlation.

The problem of happiness in the history of Western philosophy.
In its first part (36 hours), the course will offer an overall view, through an anthology of texts, which will allow the student to compare the theories of the main authors of Western philosophy.

General part:
F. de Luise – G. Farinetti, I Filosofi parlano di felicità, 2 voll., PBE, Einaudi, Torino 2014 (Mappe 51-52).
A. Petagine, Profili dell'umano. Lineamenti di antropologia Filosofica, FrancoAngeli, Milano 2007, pp. 17-52.




The teacher can provide other learning supports during the lessons.

The course aims to achieve, in particular, the following learning objectives:
1. Provide knowledge of historical, theoretical and methodological models for the transition from Taylor-Fordist type of organizational and bureaucratic approach “cognitive”, and the analysis of the interconnections of a cultural and management relating to the affirmation of the company network and the Total Quality Management.


2. Develope skills and expertise in the analysis of the processes of evolution of organizational models, on the development of organizational learning, in view of intertwining of individual and collective dynamics in the functioning of organizations and the necessary integration between the strategic variables: people, processes, technologies and facilities.

3. Promoting critical analysis of the evolution of organizational models in public administration, on the transformation of the bureaucratic model and the success of the telocratic model of new public management, based on analysis of business case studies and testimonials.


Knowledge and understanding:
knowledge and understanding relating to the size of historical, theoretical and methodological disciplines of sociological, organizational and analysis of interconnection with other sports that are subject to study how the work, the production organisations, the management of human resources and industrial relations.

Ability to apply knowledge and understanding
ability to investigate and gather information and data on evolution of complex systems of industrial relations in italy and european and international level, with particular attention to the method of trading and that of consultation and participation.
Judgement:
capacity analysis and evaluation of main processes in critical found negotiations between the parties and social assessment strategies between coherences, political, organizational structure, roles and responsibilities.

Communication skills:
communication skills and functional explicitation relationship and understanding of the interaction between the major organizations of interest representation of social and economic problems.
learning skills:
ability to perform functions and critical metariflessive developmental reading in the process of development of various organizational policies related to the ability to understand the underlying and culture on the logic of action.

Presentation:
Sound abilities in reading (conceived as a set of literacies: functional, multimedia, information…) are required to any citizen in order to understand the phenomena of our complex, transitional, “liquid” society, and to be able to self-orienteering and learning in such a globalised and interconnected context.
Libraries, archives, documentation and information centers (and museums as well) are vital learning environments that enable their users to acquire, reinforce, improve Information Literacy and therefore a competent use of information.

Objectives:

Becoming aware of the strategic relevance of information literacy and of the role played in it by libraries, especially the school library, in the learning process in a complex society.

Knowing the theoretical basic fundamentals and acquiring the techniques of Bibliography, Librarianship and Documentation, in particularly concerning:
o Information and documentation as an instructional and educational resource
o web 2.0 in media and information literacy education and as a means of communication and outreach of library services addressed to children and pupils
o planning, organization and management of public libraries, school libraries, children’s libraries as a learning environment

Requirements
A basic knowledge of the following fields is appreciated:
History, Education, Adult Education
Computer Science (PC, Internet, e-mail)
English language

The course is divided in three modules:
1) Introduction (on Info-complexity, Media and Information Literacy, Bibliographic research and Academic Writing)
2) Bibliography
3) Librarianship

o Presents and analyzes the definitions of Information Literacy, and, more recently, MIL – Media and Information Literacy, starting from UNESCO and library associations documents;
o Suggests and analyzes approaches and methods of information seeking, taking into account the information overload and digital divide phenomena;
o Reflects on the role of libraries and librarians in contrasting such exclusion phenomena through customized services such as the Reference Library, users’ education, tank to new web 2.0 tools.

Basic concepts of:
1. Bibliography: definition; history in brief; types, reference citation and styles; compilation; tools; ISO standards.
2. Librarianship: definition; history in brief; types of libraries; standards, IFLA guidelines and manifestos, automation;
3. Documentation: types of documents, the documentation chain etc.
Cataloging, Indexing (Dewey, CDU, subject and thesauri), OPAC.
Collection development and space designing and planning.
User education
Assessment and evaluation

Books

1. MARCO SANTORO, Lezioni di bibliografia, Milano: Editrice Bibliografica, 2012. ISBN 9788870757224.
2. GIOVANNA GRANATA, Introduzione alla biblioteconomia, Bologna: Il Mulino, 2013.
3. one of the volumes to be chosen in the series “Conoscere la biblioteca” (Milano: Editrice Bibliografica)

Learning and Teaching Methods:

• face-to-face lectures
• resources, interaction and tutoring in the Moodle platform
• seminars, guided library visits, training sessions.

Evaluation:
a) Evaluation at the end of each of the three modules (“in itinere”)
b) Final evalutation: written reference compilation test; a multiple choices test on LIS (see: volumes n. 1 and 2 in the “Teaching material”); a reading form based on one of the books “Conoscere la biblioteca”

Foreign students:
Possible adjustment of the teaching program, according to the former academic curriculum, attended/requested by the foreign University.
Languages: English, French, Spanish; Portuguese; German.

Teacher/Students Meeting:
upon request (mail to: luisa.marquardt@uniroma3.it): via Principe Amedeo, 182 - 1st floor.

Books

1. MARCO SANTORO, Lezioni di bibliografia, Milano: Editrice Bibliografica, 2012. ISBN 9788870757224.
2. GIOVANNA GRANATA, Introduzione alla biblioteconomia, Bologna: Il Mulino, 2013.
3. one of the volumes to be chosen in the series “Conoscere la biblioteca” (Milano: Editrice Bibliografica)